Strategies for inclusion in the face of social exclusion. Case study in Andalusia (Spain)

Batanero, José María Fernández

doi:10.1080/08856257.2014.906978

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Tanto el equipo directivo como el profesorado comparten actitudes positivas respecto a su implicación, entendiendo que son necesarias para una práctica docente más ajustada a las necesidades del alumnado (De Verdier y Ek, 2014;Fernández-Batanero, 2014;Lyons, Thompson y Timmons, 2016). Se cuenta con equipos directivos que reconocen y valoran lo que las familias pueden aportar, que lideran procesos de construcción de una cultura escolar en donde este es un aspecto definitorio de la misma (Francis et al, 2016).…”

Section: Alberta Education (2013): Dimensión 1: Establecer Valores Y unclassified

“…Las familias participan en una diversidad de espacios como asambleas, tertulias dialógicas o en comisiones de trabajo para responder a necesidades del centro, el alumnado, las familias, etc. Están presentes en el aula en grupos interactivos u otras dinámicas (Fernández-Batanero, 2014;Flecha et al, 2011;García-Cano, Márquez y Domínguez, 2016;Iglesias et al, 2013;Simón et al, 2016b). También se cuenta con ellas en los procesos de transición entre etapas educativas (Martínez et al, 2012).…”

Section: C) Las Familias Participan En La Vida Del Centrounclassified

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Las familias en el corazón de la educación inclusiva

Rueda

Fernández

2019

AULA_ABIERTA

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RESUMENEl trabajo que se presenta analiza cómo se entiende el papel que las familias deben desempeñar en la transformación de los sistemas y entornos educativos para ser más inclusivos. Para ello, partiendo del significado de una educación inclusiva, y considerando esta como un derecho de todo el alumnado sin exclusiones, se justifica por qué las familias deben formar parte de este proceso, así como los beneficios que se derivan de su participación real en los centros escolares. Asimismo, a partir de experiencias de centros escolares que comparten los valores de la educación inclusiva, se muestra qué lugar han ocupado las familias en ellos. Finalmente, se realiza una reflexión en torno a qué tipo de participación por parte de las familias es necesario promover para acortar la distancia entre los valores declarados respecto a la inclusión y las acciones que se llevan a cabo, así como las oportunidades y espacios que se ofrecen a las mismas en los centros escolares.Palabras Clave: Educación inclusiva, derecho, participación, voces de las familias. ABSTRACTThe paper analyses the role that families must play in transforming education systems and settings to be more inclusive. Therefore, based on the meaning of inclusive education, and considering this to be a right for all students without exclusions, the reason why families should be part of this process can be justified, as well as the benefits derived from their real participation in schools. Similarly, based on the experiences of centres that share the values of inclusive education, the place families have occupied is shown. Finally, we will reflect about what type of participation by families is necessary to promote in order to reduce the gap between the stated values with respect to inclusion and the action that are carried out, as well as the opportunities and spaces that are offered to families in schools.

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Section: Alberta Education (2013): Dimensión 1: Establecer Valores Y unclassified

Section: C) Las Familias Participan En La Vida Del Centrounclassified

Las familias en el corazón de la educación inclusiva

Rueda

Fernández

2019

AULA_ABIERTA

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“…Para Fernandez-Batanero (2014), a participação de todos [...] "é essencial para que a escola se considere como uma unidade de troca ou um espaço de pesquisa que incorpore a diferenciação em seus processos de inovação". Kavkler et al (2015) analisam as barreiras e oportunidades na área de SpLD (Specific Learning Difficulty) com o modelo de Ball (1994), enfatizam a universalização da educação inclusiva "proporcionando o direito legislativo e com isso, discutiram as garantias da assistência e dos programas de apoio às crianças com aprendizagem específicas.…”

Section: Quadro 1 -unclassified

Inovação na Educação Inclusiva: Estado da Arte em 2017

Chitungo

Reus

Ferenhof

et al. 2019

Revista De Ciências Gerenciais

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O objetivo deste trabalho é revisar a produção científica sobre inovação em educação inclusiva, como forma de entender sua existência, estabelecendo o atual conhecimento relacionado ao tema que está sendo estudado na bibliografia. O estudo consiste em uma revisão sistemática de documentos acadêmicos revisados por pares, que abordam a inovação e educação inclusiva. O método de pesquisa utilizado foi o SystematicSearchFlow (SSF). Os bancos de dados utilizados foram Compendex, Scopus e Web of Science, que executam a consulta sobre o tópico, palavras-chave e resumos. A revisão resultou em 94 documentos, sendo 23 duplicados, resultando em 71 documentos, sem delimitação temporal de publicação. Após o exame do título, resumos e palavras-chave dos respectivos documentos, para se certificar de que eles corresponderam ao nosso interesse, o número de documentos foi reduzido para 58, os quais cumpriram nossos critérios e foram analisados. Este estudo, embora não tenha permitido uma cobertura completa de todos os documentos existentes revisados por pares, o seu processo de revisão abrangeu uma grande proporção de estudos disponíveis. Não somente demonstra a relevância de diferentes abordagens para contribuir com a literatura de inovação em educação inclusiva, mas também diretrizes promissoras para futuras pesquisas.Palavras-chave: Inovação. Educação Inclusiva. Revisão Sistemática.AbstractThe aim of this work is to review the scientific production on innovation in inclusive education, as a way to understand its existence, establishing the current knowledge related to this subject that is being currently studied and available in the literature. The study consists of a systematic review based on peer-reviewed academic papers addressing innovation and inclusive education. The search method used was SystematicSearchFlow (SSF). The databases used were Compendex, Scopus and Web of Science, which run a search on the topic, keywords and abstracts. The review search resulted in 94 documents, which 23 were duplicates, resulting in 71 documents, with no temporal delimitation of publication. After examining the title, abstracts and keywords of the respective documents, to make sure they matched our interest, the number of documents was reduced to 58 documents that met our criteria and were analyzed. Although this study did not allow full coverage of all existing peer-reviewed documents, the review process covered a large proportion of available studies. Not only does it demonstrates the relevance of different approaches to contribute to the literature of innovation in inclusive education, but also support promising guidelines for future research.Keywords: Innovation. Inclusive Education. Systematic Review.

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“…Įtraukiojo ugdymo samprata tapatinama su ugdymo aplinkos, palankios kiekvieno mokinio sėkmei, samprata. Tyrimų rezultatai rodo, kad tokią aplinką sukuria įtraukiosiomis vertybėmis grindžiamos pedagogų nuostatos, pasitikėjimo ir pagarbos pagrindu kuriamas mokyklos etosas, mokymosi ir dalyvavimo barjerus įveikiantis ugdymo turinio ir metodų taikymo lankstumas, bendradarbiavimas tarpdalykiniuose ugdytojų partnerystės tinkluose (Ainscow, Booth ir Dyson, 2006;Fernández-Batanero, 2014;Specht et al, 2016). Įtraukiojo ugdymo aplinkoje dirbantis mokytojas geba pripažinti, priimti ir veikti mokinių įvairovėje.…”

Section: įTraukiojo Ugdymo Kontekstasunclassified

Analysis of the Expression of Empowering Education under Conditions of Educational Inclusion

Galkienė

2018

PED

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In the research, the empowerment strategy application efficiency is analysed in the context of the construct of inclusive education, taking into account that the application of an empowerment strategy in the education process often determines the nature of interpersonal interaction as well. The research question raised: in what manner does the application of empowerment strategy encourage inclusive education processes? The research was carried out by means of qualitative case study strategy. The object of analysis is the socio-educational experience of one class teacher. The data was collected via diary method. In her diary, the teacher reflects on her experiences in the following fields: education design, co-operation experiences, response to pupils’ needs, education process and environment, and curriculum. It was revealed that various activities of pupil empowerment in the education process (setting rules, autonomous formulation of goals, progressive problem solving, information sharing) serve as a basis for the realization of inclusive education and are directly linked to various dimensions of the construct of the given education system. The activation process of inclusive education values benefits from clearly defining the limits to interpersonal actions through systematic reflection on community situations, discussion on pupils’ creative activities, and involving pupils in solving problematic organizational issues within the community. Enabling pupils to continuously participate in solving matters of the learning community allows to avoid the indoctrination of values and creates conditions to internalize the values of community spirit and respect through the recognition of differences between community members as a natural phenomenon. Research results show that the construct of empowering education provides preconditions to involve the pupils into the activities of planning, implementing, and evaluating the education process. Conscious formulation of educational goals in the context of a learning community together with others, as well as taking decisions towards those goals accumulate energy needed to carry out activities and overcome problems, and provide encouragement to plan new, higher, goals. The research reveals that the following two types of empowerment principles are applied in the process of inclusive education: direct empowerment – positive generalizations; information presented openly; providing freedom to decide and accepting the decision; indirect empowerment – demonstrating the teacher’s interest; encouragement; creating conditions to look for solutions; teacher’s contribution to the pupil’s successful result; search for solutions in groups. In order to achieve the realization of inclusive education in schools, it is obligatory to shift from instruction oriented teaching of pupils to trust-based empowerment of the pupils to learn.

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Strategies for inclusion in the face of social exclusion. Case study in Andalusia (Spain)

Cited by 4 publications

References 11 publications

Las familias en el corazón de la educación inclusiva

Las familias en el corazón de la educación inclusiva

Inovação na Educação Inclusiva: Estado da Arte em 2017

Analysis of the Expression of Empowering Education under Conditions of Educational Inclusion

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